Parents' views of the benefits claimed in educational toy advertising

Wong, Wilkey; Uribe-Zarain, Ximena; Golinkoff, Roberta Michnick; Fisher, Kelly; Hirsh‐Pasek, Kathy

doi:10.1145/1463689.1463747

Cited by 3 publications

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“…Toy producers have increasingly appealed to parents to buy such toys to enhance infants' ability to understand cause and effect (Hirsh-Pasek et al, 2003; Wong et al, 2008). These sound effects are often disconnected from the site of action and, at times, are not completely matched to cause and effect relationships.…”

Section: Resultsmentioning

confidence: 99%

“…Parents ascribe academic learning to such structured play activities (Fisher, Hirsh-Pasek, Golinkoff, & Gryfe, 2008; Garrison & Christakis, 2005; Hirsh-Pasek et al, 2003; Singer & Singer 2005; Wong, Uribe-Zarain, Golinkoff, Fisher, & Hirsh-Pasek, 2008) but there is a lack of empirical investigation examining learning from television or electronic devices during infancy.…”

Section: The Influence Of Sound Effects On Learning From Televised Anmentioning

confidence: 99%

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The influence of electronic sound effects on learning from televised and live models

Barr

Wyss

Somanader

2009

Journal of Experimental Child Psychology

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Infants rapidly accrue information via imitation from multiple sources, including television and electronic toys. In two experiments, we examined whether adding sound effects to video or live demonstrations would influence imitation by 6-, 12-, and 18-month-old infants. In Experiment 1, we added matching and mismatching sound effects to target actions presented by a televised model. We found that 6-month-olds reproduced the target actions regardless of whether the sound effects were matched or mismatched, but 12- and 18-month-olds reproduced the actions only when the sound effects were matched. In Experiment 2, we added matching sound effects to target actions presented by a live model. The addition of sound effects disrupted imitation performance by 6-, 12-, and 18-month-olds. Overall, imitation provides a clear behavioral measure of rapid changes in learning from television and electronic toys during infancy. These findings have practical implications for producers and parents regarding learning in the digital age and theoretical implications regarding the development of integrated action-perception representational systems.

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Section: Resultsmentioning

confidence: 99%

Section: The Influence Of Sound Effects On Learning From Televised Anmentioning

confidence: 99%

The influence of electronic sound effects on learning from televised and live models

Barr

Wyss

Somanader

2009

Journal of Experimental Child Psychology

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“…In the last 20 years, parents have increasingly demonstrated desires to introduce their children to academic content before kindergarten. This phenomenon is reflected in the growth in consumption of children's media marketed as "educational," including toys, workbooks, apps, and television shows (Wong, 2008). Parents' attention to academic preparedness also manifests through holding children back in school.…”

Section: Discussionmentioning

confidence: 99%

The disappearance of play: Priorities and practices in preschool pedagogy

Seevak

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Table of contents ACKNOWLEDGEMENTS INTRODUCTION: Learning vs. play: A false dichotomy CHAPTER 1: Trends in ECEC pedagogy through U.S. history 17th & 18th Century: Reconceptualizing childhood 19th Century: The (mis)implementation of Pestalozzi's play-based pedagogy 20th Century: Rises, falls, and redefinitions of ECEC 21st Century: Reports and policies emphasize academic standards CHAPTER 2: Play as a pedagogical tool: Evidence from the scientific literature The challenge of defining play Play's forms and potential benefits The role of adults in play Is guided play really play? What makes play conducive to learning? The need for play in the modern context The limitations of outcome measures in ECEC Play-based, child-directed practices as the path forward CHAPTER 3: The evolving positions of play and academics in early learning standards Education reform ushers in early learning standards Methodological considerations Literature review: Early learning standards Research questions Methods Study 1: Domains of development and learning analysis Study 2: Play frequency analysis Study 3: Combined analysis of domains and play frequency Synthesis of findings and contribution to the literature CONCLUSION: Exploring the forces driving the pushdown of academics REFERENCES 9 106 112 114 124

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Comunicación silenciosa: estudio comparativo internacional de envases de juguetes

Tur‐Viñes

Soler

Ferrer³

2014

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Lever creó la marca de jabón Sunlight en 1885 e intentó asociar los mensajes de publicidad al reconocimiento de la marca en el envase. De este modo nació un nuevo uso del envase como soporte comunicativo. Cervera (2003:26) afirma que su uso publicitario se generalizó con fuerza a principios del siglo XX cuando los fabricantes decidieron ampliar las gamas de productos con variedades y tuvieron la necesidad de identificar el contenido y dar indicaciones sobre las propiedades o el uso. En el período entre las dos guerras mundiales los fabricantes tuvieron que acomodar los productos a una nueva forma de distribución: las tiendas de autoservicio, donde el dependiente perdió su peso como intermediario-prescriptor y los productos a granel no permitían la fórmula de autoservicio. Así, el fabricante se vio forzado a envasar de forma unitaria o agrupada los productos incluyendo informaciones persuasivas que aseguraran su elección. El envase comenzó entonces su desarrollo actual por necesidades de adaptación a un nuevo estilo de compra y por la exigencia de diferenciación comunicativa.Un mercado cada vez más competitivo y saturado exigía dotar de personalidad propia a los productos. La creación de marcas que expresaran la singularidad del producto junto con el avance técnico en las formas de impresión favorecieron la sofisticación del diseño de envases y su uso publicitario, persuasivo e informativo.El envase es el soporte publicitario con mayor presencia -entendida como oportunidad de contacto y recuerdo-en la mente del consumidor. Está presente en el momento de decisión de compra, cuando se escoge un producto entre todos los ofertados en el lineal del punto de venta (Bech-Larsen, 1996). Además, en muchos casos, persiste en el hogar conteniendo el producto para ser usado e incluso se reutiliza para múltiples funciones, sorprendentes e ingeniosas, en la mayoría de los casos. En ello radica su exclusividad: es el último y decisivo contacto publicitario antes de la compra y tiene una permanencia en el lugar de consumo, recordando la marca y sus valores, sin interrupciones, de forma natural, acompañando nuestra cotidianidad.Varios autores conciben el envase como un "vendedor silencioso" (Pilditch, 1961;Salén, 1994;Cervera, 2003;Tur y Ramos, 2008; Wang & Chou, 2011). Pilditch (1961 (Devismes, 1994;Stalman, 2005; Capsule, 2009).Devismes (1994) considera que el packaging -el envase-es a la vez contenido y medio; no sólo vehicula el producto, sino también comunica sus características y su identidad únicas. La elaboración ha de responder a las necesidades de los consumidores y su acción inscribirse en una estrategia comunicativa.Basándose en la teoría de la competencia comunicativa de Habermas (1984), Underwood y Ozzane (1998) abundan en la necesidad de considerar estratégicamente el diseño para conseguir una comunicación eficaz guiándose para ello de la norma de veracidad, la norma de la sinceridad, la norma de la comprensibilidad y la norma de legitimidad. El consumidor necesita percibir congruencia entre la etiqueta, su envase...

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Parents' views of the benefits claimed in educational toy advertising

Cited by 3 publications

References 0 publications

The influence of electronic sound effects on learning from televised and live models

The influence of electronic sound effects on learning from televised and live models

The disappearance of play: Priorities and practices in preschool pedagogy

Comunicación silenciosa: estudio comparativo internacional de envases de juguetes

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